EXPLORING SCIENCE  Child and adult bring their own ideas and explore and

Why is science important? investigate together.

 Science encompasses both a body of knowledge, which  Encourage children to ask questions
explains natural phenomena and the system for acquiring  Ask productive questions
this knowledge through observation and experimentation.  Do not ask closed questions that have a right and wrong
 In science we not only learn concepts but also how we answer and usually have short responses.
can get and understand this knowledge.  Open questions should be asked, like: how could we?,
 Science affects all our lives at every level. what would happen if?, what else?. These type of
 A degree of science literacy is essential for everyone questions let children express their ideas
 The materials for our homes, electricity generated, how  Observe and interpret the scientific learning opportunities
food is grown, medicines, technology, communication etc that may arise.
Why is science important for young children?  Educators should also know when to intervene and
 Babies are known to have a strong exploratory urge and when to stand back and let the child do the exploring
engage with the world using all their senses. Even the simple Kinds of Knowledge
biting of a toy gives them the notion of soft and hard w/c can  Conceptual knowledge- an understanding of, and about, science
be used in future lessons of properties of matter.  Attitudinal knowledge- attitudes which underpin exploration
 Toddlers build on early experiences and are intrigued by and investigation
finding out what things do and how it can be changed  Procedural knowledge- the skills of science
 And these early experiences give the Preschoolers the  Science should be less concerned with conceptual
attitude and skills to explore and investigate independently. knowledge and more focused on interesting
Be Explorers experiences and activities, which can enhance attitudinal
 There is an importance for children to have a first hand and procedural knowledge.
experience of the world in order to build their knowledge  Science concepts are complex so 1st hand interaction
and understanding. with tools and materials around them will give them the
 They develop attitudes and skills, which will make them experience to build on their understanding of scientific
lifelong learners. concepts, as they get older.
 They should learn to see mistakes not as failures but as an Science Process- younger children do not have the experience
opportunity to develop a better understanding. or the cognitive skills needed to manage all these science processes .
 Like Russell in the movie UP, most of the things he knew 1. Observe 5. Predicting
were stuff he read in books and he was surprised as to 2. Classify 6. Planning and Carrying out an Investigation
how things are different. In the movie, he learnt a lot 3. Raising Questions 7. Interpreting Information
when he experienced “EXPLORING” first-hand. 4. Hypothesizing 8. Communicating
Four key disposition of effective learners Spiral of Discovery
 Independence– ability to be self-sufficient, self-organize Exploring
 Creativity– using the imagination, being spontaneous and innovative Asking questions
 Self-motivation- becoming deeply involved in exploration and Seeking understanding
challenges Reflecting and evaluating
 Resilience- the ability to cope with setbacks and persist with Exploring
a task until successful Asking questions
Science Skills Seeking understanding
 Practical skills of observation – using all their senses, manual Reflecting and evaluating
dexterity, fine motor control, hand eye coordination and Exploring being playful and using all their senses
construction. Asking questions putting forward ideas, posing questions
 Reasoning and thinking skills- questioning, speculating and Seeking understanding making choices, looking closely, planning,
inferring, problem solving, noticing similarities and difference investigating and recording
and reflecting Reflecting and evaluating chance to revisit ideas, reflect and evaluate.
 Communication skills- speaking, listening, discussing, CREATING A SCIENCE-RICH ENVIRONMENT
representing, recording and reporting 1. Reviewing the organization and use of indoor spaces
 Social skills- cooperation, negotiation, leadership, following  create flexible uncluttered spaces which can
instructions and behaving in a safe manner. accommodate children’s current interests to promote
Key Role of Educator investigation and exploration.
 Should be able to recognize and build on child’s interest  Reggio Emilia educators emphasize the quality of environment.
 Scientific exploration is best cultivated through  Sensory experiences can be provided by using different
experiences that build on their current interest textures and materials as floor coverings and on walls
 The educator would be able to introduce resources and and doors.  
ideas that will trigger these interests and challenge their  The well organized storage of resources and equipment
thinking and stimulate investigation and discoveries is an essential feature of an environment for exploration.
 Co-constructor of knowledge
 Open shelves and transparent containers enable children intriguing for children. Encourages sensory exploration in
to see resources available to them. that the behave in more unusual and surprising ways
2. Creating the contexts for scientific learning. Reclaimed materials
 The very important factor to bear in mind with  these resources add interest and variety to the  plastic
introducing these resources is: intentionality) toys and equipment found in early years setting
 Children don’t learn about animals just by looking at  drainpipes, guttering, tubing, plastic plumbing joints for
them, so they have to observe them along with a exploring water
structured set up that intends to give children a  planks, branches, ropes, for forces and gravity
meaningful experience through feeding, interaction, etc)  fabrics, leather, bubble wrap, cardboard, foam pipe
Treasure baskets/Heuristic Play  buttons, plastic bottle tops for ordering sorting, and classifying
 experience a range of natural and household objects to  plastic bottles, plastic lids, corks for exploring of floating
satisfy one’s curiosity. Answer the question: what is this and sinking
object like? 4. Provide good quality of tools and equipment
 explore on how to make objects interact with their env’t.  Good quality equipment appropriate to the age group of
Answer the question: What can I do with this object? the children is essential to support scientific exploration
o make sure these objects are clean and won’t fit and investigation
in a child’s mouth Small equipment
Sand  hand lenses, magnifiers, binoculars, stethoscopes,
 a resource explored for its texture, mass, composition, tubing, funnels, beakers, syringes, test tubes, collectors
ability to pour like liquid and take on different properties trays, magnets, light bulbs, acetate sheets, garden tools,
Clay watering cans
 an open-ended material which can be shaped by applying Large mirrors
forces and changed through water or heat  endless source of fascination for young children as they
Water invite self-discovery and promote curiosity
 explored as solid, liquid, or gas. It has the power to move  multiple reflections can prompt a discussion of large
things, chemical and physical changes, and influence on numbers, of real and unreal and encourage the use of
survival of living things positional language
Construction Light Boxes and overhead projectors
 natural or reclaimed materials or construction kits can  invite sensory investigation and encourage children to
demonstrate concepts of forces, friction, gravity, and look closely at patter, shape, and form, and investigate
properties of materials color mixing
Collections 5. DEVELOPING THE POTENTIAL OF OUTDOORS
 explore on what things do and how they work  can carry out investigations and explorations on a large
(e.g. pebbles, seashells, bugs, etc) scale, such as weather and mother nature first-hand
Small World Play  develop their creative and critical thinking skills
 characters can be an effective way to introduce  real life problems solving, creating contexts for
challenges and pose problems, demanding scientific cooperation, collaboration, and teamwork
thinking  (How do we keep the zebra away from lions?) Areas should include:
Role Play  garden area/ trees, bushes, plants-living things and
 engage children’s interest and imagination, involving habitats
them for long periods of time in playing out their ideas  open space for mov’t and exploring the human body
and solving their own problems (eg. Bug detective,  sandpit for exploring materials and forces
shadow explorer, space traveler)  wind chimes and large scale musical instruments for
Stories and puppets investigating sound
 have themes that prompts for scientific exploration, feed  soil and rock to learn about structure of Earth
information, and pose challenges (The very hungry 6. Extending opportunities for children to experience risk
caterpillar) and challenges
3. Provide open-ended resources to engage children's  children need to develop skills they need to recognize
attention and invite exploration and manage danger for themselves and for others
Light and shadow  to venture on their own means to try things they have
 most open-ended material available to us. These can lead never done before and discover the world for themselves
discussions about night and day, seasons, solar system,  a careful risk assessment is essential to ensure that the
electricity and the list goes one. Shadows encourages the tools, equipment, resources, and experiences provided
discussion of shape, size, positions, and cause and effect for children are safe
Natural materials Sample Activities:
 sand, water, and play are traditionally natural materials: Living Things- Animal and Plant Kingdom
their irregularity, non-uniformity, and variety fo color, Songs and Rhymes – Incy wincy spider, Baa baa black sheep
shape, size, texture, and organizing are fascinating and
 Songs and rhymes can help to consolidate young children’s  About ten seconds after you swallow your food, it reaches
understanding of the first hand experience they have of living your stomach. Your food reaches your stomach through a
things and this provides a starting point for them tube called your esophagus. Little glands in your stomach
Observe: make special juices that are waiting for your food. Once your
1. How they move and mimic in response food enters your stomach, your muscles move the walls of
2. The way they begin to anticipate what happens next your stomach. Your stomach mashes your food the way a
3. Associations they make between the rhymes and animals baker kneads dough for bread! Your food gets mashed and
Animal Movements- seal walk, rabbit hop, duck walk stirred with the special juices. The juices and the mashing
Observe: help to break your food into smaller pieces. This process is
1. Their ideas called digestion. 
2. How they control their bodies  Your stomach has a door in that closes to keep food inside. It
3. How they compare themselves vs. animals keeps food inside to work on for a few hours. Your stomach
What a fish feels like can stretch out to hold almost two quarts of food! When it
Observe: has digested your food as much as it can, the door opens and
1. How curious they are and what sort of questions they ask your food travels into your small intestine. 
2. How they investigate it  When your stomach is empty, it shrinks like a balloon without
3. Comparisons between themselves and the fish air. Your stomach is a stretchy storage tank!
Feed the Birds Materials:    
 Investigating living things help young children to see the 1. 1. chart of the digestive system2. 4. chunks of potatoes
association between themselves and other animals. They can 3. 2. grated potato 4. 5. jars with lids
use their senses to make a connection between their own 5. 3. water
experience and the life process Procedures:    
Observe 1. Divide the class into  pairs, and give each pair two jars.
1. Words they use to describe what they see 2. Put some potato chunks in one jar. Put some grated potato in
2. How they cooperate with each other the other jar. Add water to each jar. Fasten each lid. 
3. How they share their knowledge about the birds 3. Students take turns shaking both jars for 10 minutes. 
4. How interested they are in the birds 4. Look at the mixture. Discuss what happened to the potato. 
Our Human Body Assessment:  Journal Entry  
All Puffed Out (for preschoolers)  Where does the body begin to break down food?
1. Look at a picture of the human body and help them to  Why is chewing important?
identify the different parts of the body specifically the heart  What does your stomach do?
and lungs. Applicability
2. Encourage them to sit as still as possible and then ask:  Translate concepts into hands-on activities.
 What can you feel if you put your hands on your chest and  With the permission of the school administrator, reinforce
press gently? lessons with mini field trips or outdoor activities
 Is there a part of your body that is still moving?  Provide natural materials for children to manipulate
3. Tell them to take deep breaths in and out and feel their  As a class, do DAP appropriate investigatory projects
chests moving up and down. Now, run, jump, or dance for one Exploratory Science in the Phil.
minute then stop.  Integrate the importance of nutrition by choosing the right
4. Ask them: kinds of food
 Can you notice anything different about your breathing?  Teach the importance of proper hygiene
 Do you feel your heart beating?  Demonstrate being good caretakers of the environment.
 Use a stethoscope to help children hear the sounds of their  Awareness of the disruption in the ecosystem through natural
hearts beating and their lungs breathing disasters such as flood, earthquake, etc.
 If you repeat these bursts of activity several times you will be  Importance of Exercise and Sleep
able to draw children's attention to the other effects of  Our body is our “very own.”
exercise - getting  hotter, going red in the face, sweating, and Pro’s Con’s
getting tired. Use this as an opportunity to talk to the children 1. Fun learning experience 1. Parent’s concern : playing
about the importance of regular exercise to keep our hearts is NOT learning
and lungs healthy. 2. Encourages repetition 2. Strict implementation of
DIGEST THIS ( taken from www.proteacher.com)
the curriculum by the
Objective:     school administrators
to describe how the teeth and stomach work together to 3. Integrates science, language, math, 3. Extra work for the teacher
begin the digestive process motor skills and socialization.
Student Information:     4. Children become natural 4. Costs time and money vs.
 Your stomach is like a stretchy bag that holds your food after explorers traditional worksheets
you eat. Your stomach also helps to break your food into
smaller pieces so your body can use it.